1. PBIS School Wide Overview
Name
Date

2. Success Criteria You know you are successful when:
You have a clear understanding of your role as a staff member in your school’s implementation of the PBIS framework
Understand and can implement some PBIS best practices around your school and classroom to improve the educational experience of all students.

3. Expectations Be Respectful Listen to others Allow others to speak
Take phone calls out of room
Be Responsible
Contribute to discussions
Take notes as needed
Be Safe
Take care of yourself
Use the bathroom as needed

4. Attention Signal
When I say “LISTEN” You say “UP” Let’s try it…

5. What is PBIS? What are 2 things you already know about PBIS?
What are 2 things you want to know more about with PBIS?
3 minutes

6. Why PBIS? Uses a systematic approach to addressing behavioral issues
Uses data to drive decisions
Develops consistency across the district while still allowing for specific school needs to be addressed
Shows significant promise in reducing behavioral issues and improving academic achievement
Council of Great City Schools recommended PBIS
Is not an alternative to a suspension
Is not a program

7. Council of Great City Schools
“The discipline process within the Milwaukee Public Schools is oriented toward setting forth punitive consequences, rather than toward reinforcing positive behavior. No district-wide framework exists for a research-based program to encourage positive behavior; nor is there a consistent program of interventions designed to build positive behavior.” (p. 5, 2008)
This means that MPS had systems in place for punishing students but no system in place for teaching, building and supporting positive behaviors.

8. Okay, What does it really mean?
Expectations for everyone in all settings
Shows students how to achieve these expectations (so they don’t have to guess)
Acknowledges students displaying positive behaviors
Work closer with students in need of greater interventions
Everyone working together proactively
Build a community in your building

9. Key Concepts PBIS is a framework, not a program
Programs can fit within the framework
School-wide systems and practices support students and staff
Building relationships is critical
PBIS focuses on being proactive, not reactive
All staff members play a key role in the climate of the building
Interventions are different than punishments

11. Tiered System of Support
Tier 1: All Students
Tier 2: One Adult/Multiple Students
Tier 3: Multiple Adults/ One Student

12. School-wide PBIS Essential Elements
Dedicated teams to carry on the PBIS efforts in the building
Sustained faculty commitment
3-5 school wide expectations
Area specific rules with posters, i.e., gym, hallway, restrooms
Classroom specific expectation matrix created by teacher and students
Building ‘T-Chart” of Classroom vs. Office Managed Behaviors
Positive behavior recognition/acknowledgement system maintained school-wide
Building-wide and classroom lesson plans and system for teaching behavior
Big 5 Data is analyzed monthly by building teams
PBIS language and practices supported throughout building

13. PBIS ties everything together

14. POP Quiz Who is all needed to make PBIS effective at your school?
Teachers
Administrators
Parents
Safety
All of the above

15. Answer
Everyone in your building is needed to make PBIS effective at your building

16. PBIS School Level What are the 3 expectations used at all schools?
Be Respectful, Be Responsible, Be Reasonable
Be Safe, Be On Time, Be Courteous
Be Responsible, Be Safe, Be Respectful
Be Responsible, Be Respectful, Be Scholarly

17. Set the Expectations
Collaboratively, the school team and staff come to consensus on the expectations, how the expectations are defined, and the positive and negative consequences.
School-wide Expectations
Be Safe
Be Respectful
Be Responsible

18. Define the Expectations
Define clearly what the expectations look like in all settings throughout the school.
School-wide expectations apply to the entire school; that is why they are school-wide!
What does it look like to be safe in the hallway?
Classroom rules and procedures should be aligned to the expectations
Classroom Matrix

20. Expectations posted

21. Sample

22. Adult Expectations

23. Teach the Expectations
The schools teach and re-teach the expectations to the students throughout the school-year.
Schools should find time for behavioral lessons to occur weekly.
School teams may develop uniform lessons (Cool Tools), hold assemblies, or other activities to teach the expectations of the school.
Students are given opportunities to practice the appropriate behaviors.
Teaching expectations is done differently for different grade levels.

24. Use the Expectations “Don’t forget we are walking safely in the hall.”
“Be responsible and get to class on time.”
“Thank you for being respectful and putting your cell phone away.”

25. Group Activity
Re-write each of these negative rules as a Positive PBIS Rule and select which expectation it would fit:
No running
No electronics
No swearing
Don’t be late
No horseplay in the bathroom
No hogging all the materials at recess
4 minutes

26. Teaching Lessons Telling is not teaching
Weekly all staff and students participate
10-15 minute lesson created at the school or found online
Lessons focus on areas of need
Students allowed opportunities to practice
Lesson topics rotated
Lessons can be videos, role play, discussion, scenarios, free-writing, etc. (Transition)
Booster Sessions throughout year

27. Examples of Curriculum/ Programs
2nd Step
Steps to Respect
Restorative Practices/ Community Building Circles
Ropes and Challenges
Classroom Organization and Management Program (COMP)
Talking about Touching
Conflict Resolution

28. Activity
How will you teach the expectations to your students on a continual basis?
Write down ideas and be prepared to share

29. Set the Consequences
Collaboratively develop appropriate positive and negative consequences. The goal is to focus on reinforcing positive behaviors while still addressing negative behaviors as needed.
Schools collaboratively distinguish what are classroom and office managed behaviors and minor incidents and major incidents.
Classroom managed = Minor incidents
Office managed = Major incidents.

30. T-Chart Created by staff (reviewed often)
Lists what is Classroom Managed vs. Office Managed Behaviors
Classroom Managed Behaviors receive a classroom intervention (aren’t ignored)
Office Managed Behaviors receive an office intervention (aren’t automatically a suspension)
Must be followed with fidelity by all parties

31. Group Activity What are 2 classroom managed behaviors?
What is something you can do in the classroom to manage each?
What are 2 office managed behaviors?
What is something the office can do to manage each?
5 minutes

32. Classroom Managed Office Managed (Minor) (Major)
No Supplies Fighting
No Homework Weapons
Talking Illegal Substance
Gum
Tardy

33. Acknowledgements Immediate/High frequency/Predictable/Tangible
Delivered at a high rate for a short period while teaching new behaviors or responding to problem behavior.
Name behavior and tie back to school-wide expectation upon delivery.
Intermittent/Unexpected
Bring “surprise” attention to certain behaviors or at scheduled intervals.
Used to maintain a taught behavior.
Long-term Celebrations
Used to celebrate/acknowledge school-wide accomplishment.
ALL kids, all adults.
Acknowledgements does NOT equal “stuff.”

34. Purposes of Acknowledgments
Reinforce the teaching of new behaviors
Encourage the behaviors we want to occur again in the future
Harness the influence of the kids who are showing expected behaviors to encourage the kids who are not meeting the behavioral expectations
Strengthen positive behaviors that can compete with problem behavior
Prompt for adults to recognize behavior
Engage students in school

35. Acknowledgement Systems: Three Levels
Immediate/High frequency/Predictable/Tangible
Delivered at a high rate for a short period while teaching new behaviors or responding to problem behavior.
Name behavior and tie back to school-wide expectation upon delivery.
Intermittent/Unexpected
Bring “surprise” attention to certain behaviors or at scheduled intervals.
Used to maintain a taught behavior.
Long-term Celebrations
Used to celebrate/acknowledge school-wide accomplishment.
ALL kids, all adults.

36. Verbal Acknowledgments
When verbally acknowledging…
Use PBIS terms (thank you for showing respect by…….)
Have enthusiasm
Publish acknowledgement (calls home, notes home, mention to mentor, other teachers, etc.)
Be consistent
Mean it (don’t fake it)

37. How might you verbally acknowledge…
Sara is walking on the right side of the hall
Jamal puts away his headphones when walking into the building
Brittany cleans up her area after lunch
Carlos is playing well with his friends at recess

38. High Frequency Acknowledgement
Verbal to students
Every time you see a behavior that you would want the student to repeat next time
Be specific, use student name when possible
High-five, knuckles, hand shake, etc.
Participate in school’s acknowledgement
Pass out ticket or “gotcha” slips
Can draw these for prizes, display these, read these on the announcement, send home, save up for a PBIS store, etc.
All staff participate

39. Practice Verbal Acknowledgements
Look to a neighbor-
“Thank you for showing responsibility by attending this meeting.”
“Thank you for showing respect by listening and taking this seriously.”
It’s that easy to verbally acknowledge behaviors.

40. Classroom Acknowledgement
All positive behaviors should always be verbally acknowledge
I appreciate you showing respect by being quiet in the hallways.
Thank you for being responsible and bringing your materials to class.
In addition classrooms can have a tangible acknowledgement system (marbles, etc.)

41. Behavioral Engagement at Tier 1
Pre-correcting
Going over the expectations with the students before transitioning
Before passing out a test, going into groups, dismissing to lunch, etc.
Re-directing
Reminding students of the expectations when they fail to meet them
Reminding students to get to class on time, stay quiet during a test, or put electronics away

42. Pre-correction
When you see a movie it pre-corrects every person every time about turning off your cell phone
When entering an area
hallway, cafeteria, students entering school, etc.
When transitioning within a classroom
Starting a quiz, going to small groups, etc.
Stop, teach the expectations (use poster)
Wait to see students meet the expectations

43. How would you pre-correct….
Students are going to be dismissed from the cafeteria in 2 minutes……..
Students are walking into the building in the morning and go right past you on the way in

44. Re-Direction When student not reaching expectations
Repeat expectations in a positive manner
Give students a chance to meet expectations
Guide students toward reaching expectations
Acknowledge when meeting expectations
Remind students what expectations are
More start requests than stop requests
Watch your tone/ decorum

45. How would you re-direct……..
You see a group of 5 students standing around talking and the tardy bell is going to ring in less than a minute…..
Three students are standing at their lunch table instead of sitting…..
Start at 80

46. PRACTICE
What might you say in each scenario to pre-correct the students?
You are going to pass out snacks: 
Students are going outside:
Student continually puts in headphone in ear:
Students are getting ready for dismissal:
Students are entering tutoring room:

47. Practices in Action Hartford Avenue Seventh Grade Art Class

48. Questions

49. Title of Presentation MPS Board of School Directors
Michael Bonds, Ph.D., President, District 3 Meagan Holman, Vice President, District 8
Mark Sain, District 1
Jeff Spence, District 2
Annie Woodward, District 4
Larry Miller, District 5
Tatiana Joseph, Ph.D., District 6
Claire Zautke, District 7
Terrence Falk, At-Large
Senior Team
Darienne B. Driver, Ed.D., Acting Superintendent
Erbert Johnson, CPA, Chief of Staff
Tina Flood, Chief Academic Officer
Karen Jackson, Ph.D., Chief Human Capital Officer
Ruth Maegli, Acting Chief Innovation Officer
Michelle Nate, Chief Operations Officer
Gerald Pace, Esq., Chief Financial Officer
Keith Posley, Ed.D., Chief School Administration Officer
Sue Saller, Executive Coordinator, Superintendent’s Initiatives